An EasyGuide to APA Style - Regan A. R. Gurung EasyGuide Series

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      Descriptions of Images and Figures

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      The details of the page number and content are as follows:

      Page number, 1 is shown at the top right corner and the content reads as follows:

      Willingness of College Students to Assist and

      Accommodate Peers With Autism

      Steven Barcenes

      Department of Psychological Science,

      Boise State University

      PSYC 321 Research Methods

      Dr. Eric Landrum

      December 6, 2018

      The title, Willingness of College Students to Assist and Accommodate Peers With Autism, is in boldface and the entire content is center aligned and title cased.

      The details of the callouts are as follows:

       Callout labeled New Format points to the top left side and the text in it reads as follows:In the PM (7th ed.), the use of the running head has gone away for the student version of the title pages. If submitting to a journal, a running head would be used.See Chapter 14, page 148.

       Callout labeled page numbering points to the page number and the text in it reads as follows:See directions for how to insert page numbering using Word 2016.See Chapter 16, page 170.

       Callout labeled The Title Page points to the content and the text in it reads as followsThis is always the first page of your paper.See Chapter 14, page 145

       Callout labeled Boldface and Capitalization points to the first two lines of the content and the text in it reads as follows:The title of the paper is boldfaced, and the first letter of all words in your title that are four or more letters long is capitalized.See Chapter 14, page 148

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      The details of the page number and content are as follows:

      Page number, 2 is shown at the top right corner and the content reads as follows:

      Abstract (center aligned and boldfaced)

      As autism increases in prevalence, more young adults with autism are pursuing higher education to earn a degree. This has led to a greater need for collegewide support for these students in order to better prepare them for success. Peer mentorships are effective at supporting students with autism; however, these programs require willingness on the part of typically developed peers. Using a survey given to students in an introductory psychology course, willingness for students to accommodate their peers with autism was measured and then compared to the students’ familiarity with autism. The knowledge gained from this study can be used to help prepare colleges and universities for developing programs aimed at supporting students with autism through their peers.

      Keywords: autism spectrum disorder, college students, peer mentorship, accommodating

      The callout labeled “Abstract” points to the title and the text in the callout reads as follows:

       The Abstract has special preparation rules: heading should be boldfaced; length no longer than 250 words.See Chapter 14, page 149

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      The details of the page number and content are as follows:

      Page number, 3 is shown at the top right corner and the title, Willingness of College Students to Assist and Accommodate Peers With Autism is shown at the top center, in boldface. The text below the title reads as follows:

      In recent decades there has been a growing number of individuals diagnosed with autism spectrum disorder (ASD), a developmental disability defined by difficulties in areas such as communication, social skills, and repetitive or restrictive behaviors. In fact, 1 in 59 children is believed to have the disorder, making ASD rather prevalent in areas such as the educational system (Autism Speaks, n.d.). Some children with ASD have milder symptoms and are considered high functioning as a result of several factors such as early diagnosis and intervention, making higher education a very real possibility (Barnhill, 2016). Though their symptoms may be mild, college students with autism face many more challenges than their typically developed peers do, as they struggle with aspects of college such as the lack of structure and routine (Kuder & Accardo, 2018). Additionally, these students struggle with maintaining study habits such as note taking and with participating in group collaborations with peers (Gillespie-Lynch, et al., 2017; Kuder & Accardo, 2018). In order for students with ASD to be successful in college, these challenges and many others must be addressed by providing these students with substantial support.

      In their study, Ashbaugh et al. (2017) found that one way to better ensure the success of college students with ASD was to increase their social integration, which positively correlated with increases in the students’ grade-point averages. Increasing social integration, however, requires a general awareness of the disorder and a decreased stigma towards those with the disability. Fortunately,

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